meaning of the electronic age to educators, Ramus had a new 
program for all phases of education in the sixteenth century. 
Father Ong at the end of a recent article on “Ramist Classroom 
Procedure and the Nature of Reality” (44) says that for Ramus 
and his followers, it is their version of the school curriculum 
which holds the world together. “Nothing is accessible for ‘use’ 
. . . until it has first been put through the curriculum. The 
schoolroom is by implication the doorway to reality, and indeed 
the only doorway.” Now that idea, new in the sixteenth century, 
is the one that Schramm has been saddled with, unconsciously, 
in the twentieth. Dewey, on the other hand, is the perfect foil to 
Ramus in his striving to dislodge the school from the fantastic 
Ramist idea of it as immediate adjunct to the press and as the 
supreme processor or hopper through which the young and all 
their experience must pass in order to be available for “use.” 
Ramus was entirely right in his insistence on the supremacy of